NS4 Textbook

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TABLE OF CONTENTS

THINKING ETHICALLY: AN INTRODUCTION....................................................................................................... 2
Thinking Ethically: Things to Consider...................................................................................................... 5

LEADERSHIP GROUP DYNAMICS ...................................................................................................................... 6
Thinking Ethically: Billet Assignments.................................................................................................... 16
A Critical Case Evaluation........................................................................................................................ 18
Case Evaluation Response ........................................................................................................................ 20

POSITIVE LEADERSHIP TECHNIQUES ............................................................................................................. 22
Self Evaluation: Positive Leadership Techniques..................................................................................... 28
Thinking Ethically: The Drug Test ........................................................................................................... 40
A Critical Case Evaluation........................................................................................................................ 42
Case Evaluation Response ........................................................................................................................ 44

LEADING BY EXAMPLE.................................................................................................................................... 46
Thinking Ethically: The Classified Inventory........................................................................................... 53
A Critical Case Evaluation........................................................................................................................ 54
Case Evaluation Response ........................................................................................................................ 56

CRITICISM AND THE NAVAL OFFICER ............................................................................................................. 58
Thinking Ethically: The Weak Lieutenant................................................................................................ 65
A Critical Case Evaluation........................................................................................................................ 68
Case Evaluation Response ........................................................................................................................ 70

THE BASICS OF EFFECTIVE COMMUNICATIONS ............................................................................................. 72
Thinking Ethically: The Party................................................................................................................... 78
A Critical Case Evaluation........................................................................................................................ 80
Case Evaluation Response ........................................................................................................................ 82

COMMUNICATION: A TWO-WAY EXCHANGE OF INFORMATION..................................................................... 84
Thinking Ethically: Communication......................................................................................................... 91
A Critical Case Evaluation........................................................................................................................ 92
Case Evaluation Response ........................................................................................................................ 94

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AVOIDING COMMUNICATION PITFALLS........................................................................................................... 96
Thinking Ethically: Inflated Readiness Levels ......................................................................................... 99
A Critical Case Evaluation...................................................................................................................... 100
Case Evaluation Response ...................................................................................................................... 102

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Thinking Ethically: An Introduction

THINKING ETHICALLY: AN INTRODUCTION

From Ethics for the Junior Officer: Selected Cases from Current Military Experience

Leaders are challenged to exercise an ethical code. In practice, ethical Key Term

dilemmas generally fall into one of the following categories:

 Pressure ethical code –

 Seek the Truth a principle of right or good

 Subordinates conduct, or a body of such

 Organization principles.

 Know the Rules

 Additional Points

Each of these topics is briefly explored in this introduction. Later, you will be presented with real world ethical

issues. You will then critically evaluate each case.

Pressure
At times leaders will be presented with a difficult decision because of pressure from others to do something that
the leaders might not otherwise be willing to do themselves. Whether it is a senior, peer, or subordinate who is
making the request, the leader must keep in mind that in the long run, things that are done improperly are
eventually found out, with resultant distrust of all future efforts by the person who committed a wrong in the first
place.

Keep the following in mind when considering ethical problems that involve pressure:

 Your reputation depends on you not giving in to pressure.

 A leader who comes to realize that a given act was unethical must then question what to do.

 There is no place to hide when the truth is finally found out.

 Usually, doing the right thing the first time requires more time to consider all the alternatives and why it
is, in fact, the right thing to do.

 The rewards for doing what is right are threefold:

1. You can live with yourself. Key Term

2. You do not loose a lot of precious time later making up integrity –
stories, trying to remember what you told to whom, etc. honesty, sincerity, wholeness.

3. Your integrity is never questioned.

Seek the Truth Key Term
One of the special responsibilities leaders have is to preserve the practice of
telling the truth. If you suspect a subordinate is lying, it is your responsibility transgression –
to ask for clarification. It is also your responsibility to set an example and to a broken law, a wrongdoing,
encourage others to be truthful. If you do not, you send the message that it is disobedience.
okay to lie to a senior. You also send the message that the senior really wants
to be lied to; that is, he or she approves of improper conduct but doesn’t want
to formally okay the transgression.

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Thin king Ethically: An Introduction

The responsibility of seeking the truth goes beyond your dealings with subordinates. If you think you are being
lied to by a peer or senior, you have the responsibility to question what you are being told. Of course, good
judgment and diplomacy are good habits to practice with peers, seniors, and subordinates.

Here are some reasons why it is important to ask for clarification:

 You may not have understood what was said to you.

 Your own information may be faulty and so your interpretation of what was said may also be faulty.

 You must not assume that a peer or senior would deliberately lie to you. They may actually believe what
they say to you.

Subordinates Key Term
There should not be a lower sense of accountability for leaders and
consequences for infractions should be fair, if not equal. The reason for this accountability –
is that leaders are expected to conform to the rules and regulations with little responsible; explainable; the
or no supervision. Leaders are role models for subordinates. responsibility and obligation
imposed by law on military
Leaders are not only required to act properly in accordance with “Standards of personnel for their
Conduct” regulation, they are expected to know them so well they can management of personnel,
recognize unethical behavior in others. When the subordinate is seen acting property, or funds assigned to
unethically, and the leader appears to know what is going on, the assumption them.
is made that the officer both condones the unethical act and is deliberately
looking the other way so as to allow the improper behavior to continue.

One contributor to unethical behavior by subordinates is their belief that they Key Term
are being treated unethically and thus may give back treatment in kind. If
leaders are fair, compassionate, and straightforward with their subordinates, infraction –
then those subordinates will positively respond to demands, for they want to a violation or transgression.
return that loyalty.

Avoid treating subordinates unethically, not because they will report you, but Key Term
because treating them fairly is the right thing to do.

Organization condone –
Managerial competence is needed for leaders to make sure an ethical work forgive or overlook.

environment can exist. Ethical conduct is facilitated by good organization.
When disorganization is evident, ethical behavior is also affected—

individuals often begin to take shortcuts to get things done, perceiving themselves as part of a hollow,

disorganized force with a thin infrastructure.

The bottom line is that when channels of communication and movement of materiel are not facilitated properly,
then nonstandard, possible unethical ways to accomplish mission objectives often result.

Know the Rules
Leaders are expected to know as much as possible about the laws governing the actions of their personnel, but
they cannot be expected to know all the laws governing the actions of personnel; consequently, it is the
responsibility of each leader to seek proper guidance in all instances when he or she is not positive that what he or
she is doing is ethically correct.

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Thinking Ethically: An Introduction

Additional Points Key Term
Here are some additional points worthy of remembering:

 Carelessness and inefficiency can easily give the appearance of impropriety –
impropriety. an improper act.

 Soliciting gifts to auction for your organization is unethical because it Key Term
carries with the suggestion that if one “cooperates” with the
organization then in some extra way the organization will give solicit –
something back. Certain services, such as military service to one’s to ask for something.
country, are to be given freely.

 When you leave an organization, leave the organization-provided
property behind.

 Try to use the chain of command to resolve problems.

 An indifferent attitude by leaders toward alcohol and drug abuse cannot be tolerated. Adequate education
and training must be conducted.

 The organization’s climate can adversely affect all aspects of operations and spill over into member’s
personal lives.

 Religious, racial, sexual, and ethnic biases are not ethical whether they are the basis for positive or
negative personnel action.

 Treat other as you would like to be treated.

 The perception of wrongdoing will have the same effect on the organization as is there actually is proven
or confirmed wrongdoing.

 Don’t talk negatively about anyone in front of his or her peers, especially when they are not present.

The rewards of an ethical approach to service are many, including the self-satisfaction of having exercised
leadership in a positive manner, knowing that one is contributing to the job satisfaction of others.

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Thin king Ethically: An Introduction

Thinking Ethically: Things to Consider

Consider these factors in determining the proper actions to take when trying to solve ethics issues.

Pressure
 Does the leader attempt to delegate accountability when he or she is the one who is accountable?
 Is there pressure upon the leader from seniors, peers, subordinates, an organization, or the community, to

behave unethically?
 Does the leader do the right thing from the very beginning?

Seek the Truth
 Be it senior, subordinate, or other, do you suspect someone is lying to the leader?
 Does the leader ask for clarification?
 Does the leader validate the facts?
 Does the leader encourage others to be truthful?
 Is someone actually lying to the leader; if so, does the leader confront the liar?
 Does the leader fail to act when necessary?

Subordinates
 How might the leader’s actions be perceived by subordinates?
 Does the leader allow unethical action by one of his or her subordinates?
 Is the leader slow to react to unethical action by one of his or her subordinates?
 Do the subordinates believe they are being treated unethically?
 Does the leader act fairly, compassionately, and straight forward with his or her subordinates?
 Is someone assumed to be acting ethically simply because he or she seems to be an outstanding

performer?
 Does the leader apply a double standard?
 Is the leader a good role model for his or her subordinates?

Organization
 Is an ethical work environment being maintained?
 Does the leader demonstrate managerial competence?
 Are the channels of communication and the movement of materiel properly facilitated?

Know the Rules
 Has a code or rule been violated?
 Does the leader know how to enforce the rules, regulations, or policies?
 Does the leader seek proper counsel if he or she does not know the rules, regulations or policies?
 Is there the appearance of impropriety?

Additional Points
 Are there any additional points to consider?

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Leadership Group Dynamics

LEADERSHIP GROUP DYNAMICS

By Reserve Liaison and Training Branch, Education Center, Marine Corps Development and Education
Command

In recent years social scientists have done more and more research in the area of group behavior. This research is

aimed at learning how and why groups behave as they do. When individuals are brought together in a group

situation, those individual needs take on a new dimension. Each person in the group is no longer influenced only

by personal and private needs; he or she is also influenced by the needs and

behavior of others in the group. This mixture of needs and behavior in the group Key Term

creates a complex and dynamic force. Because leadership functions in a group

situation (if only a group of two), the leader must have a working knowledge of new dimension –
group dynamics in order to effectively and positively influence the group. In a new extent, size, or scope
this chapter we discuss the nature of groups, their behavior, and how the leader of something.
can use group dynamics to mold an effective group. There are no set rules or

formulas to be applied to a group of individuals that will immediately result in

effective group effort. Not all groups have the same objectives. Neither are they composed of individuals with the

same ideas, aptitudes, likes, or dislikes.

Scientific study of the psychological factors of group behavior is relatively Key Term

new, but already the results of such study are being used by leaders in

influencing subordinates in many areas of business, government, and the psychological factors –

military and even sports. Such questions are being asked as "What factors cause factors pertaining to or

better teamwork?" and "What makes a mediocre team defeat a much higher- derived from the mind or

rated team on a given day?" Coaches being interviewed prior to a game are emotions.

always asked, "Is your team ready for this game?" The question does not refer

to the physical strength of the individual members of the team, but to the mental

attitude of each member and the team as a whole. Coaches being interviewed following the loss of a game often

say that their team was not "up" for the game-that is, they were not sufficiently motivated to give their best effort.

Leaders in every field are looking for ways to motivate workers, salespeople, students, athletes, and soldiers. The

study of group dynamics is aimed at helping the leader to discover new ways not only to motivate people, but to

do it in a way that will provide satisfaction and happiness to those being led.

The Nature of Groups

The word "group" when used in reference to people means
two or more individuals who have common purposes or
characteristics. It implies that the specific members interact
and affect each other. Through interaction the members of the
group become acquainted with each other, and the group
develops a personality of its own. The use of the word "I"
gradually changes to "we," and the group starts functioning
more as a team with a common purpose.

Master-at-Arms 1st Class Jessica Reyna marches with her What actually takes place in this gradual process? True
division at Recruit Training Command (RTC). Reyna, who functioning groups are found only when each member gains
has a daughter, has been juggling single parenthood and satisfaction from membership in the group. The use of the
going to school while training recruits for three years. She is word "we" indicates that satisfaction is being gained and the
training her 11th division at the Navy's only boot camp. individual is identifying with the group. Thus, in
understanding the nature of a group, we must refer to our
knowledge of human behavior to find out which individual
needs can be satisfied by belonging to a group.

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Leadership Group Dynamics

Security through Belonging. It is difficult for an individual to objectively analyze and explain his or her
actions. If a man wears his hair long, it might be difficult for him to tell why. He might just like it that way, or
perhaps his girlfriend likes it that way. But more than likely, it is because of the influence of the group with which
he associates. Group thinking influences social behavior and plays an important role in controlling the general
way of life for most of us. It is one of the main controls of social behavior.

Individuals have a desire to be identified with others. This desire could be caused by common interests or goals,
or by a person's gregarious nature. Individuals seem to gain a certain amount of security through having a set
relationship with others. An individual may belong to several groups at once-the family, a lodge, a fraternity, and
a social club. The reason a person belongs to all these organizations is that membership in each group promises to
satisfy some needs.

Belonging gives us a feeling of having status, of having a definite purpose or Key Term
role in the group. It may be a major role or a minor role, but this does not seem
to matter. The important thing is that there is a defined place or role in the status –
group. Who is who? What is one's place? How long will the place last? How the position or standing,
can one rise in the group? The answers to these questions are important aspects especially social standing, of
of belonging. They let us know where we stand in relation to those around us. an individual or group.
This defined place or role gives us the security of having something stable to
work from.

Fulfills the Need for Recognition. All individuals seek status; for this status to be of value it must be
recognized by others. Through membership in various groups the individual is seeking a means of gaining some
recognition.

The status of an individual is actually a matter of how one
feels about one's place in the group. This does not mean that
everyone, to have status, wants to be boss, the president, or
the supervisor. Status depends on what individuals think
about their role or place in the group and on how they define
success for themselves in this role. Some individuals prefer a
place that is in the limelight, while others prefer the obscure
or insignificant role. In other words, each individual has a
certain preferred place, status, or role that he or she wants
other people to accept and recognize.

Master Chief Petty Officer of the Navy (MCPON) Joe R. An individual may gain feelings of esteem from the status of
Campa Jr. presents a Sailor with a certificate of educational the group. If the group is well thought of, accomplishes many
achievement during the Naval Air Facility Atsugi's 2008 worthwhile goals, and is looked upon as a group with merit, it
Recognition Ceremony. MCPON presented certificates to brings credit to its members. The Marine Corps has long used
more than 60 Atsugi Sailors who earned a college degree. this means of satisfying individual esteem needs through the

prestige of the group. There is nothing wrong with this method, for it serves as a strong motivating force. Unit
citations, honors, and commendations all accomplish the same things, for individuals like to belong to groups they
are proud of.

Satisfaction of Other Needs. The belonging and recognition needs are not the only needs that may be
satisfied through group activities. The individual may join a group for several reasons. The physician may join a
medical society to have access to the latest medical information. The laborer may join a union because he believes
his economic status will be improved. The owner of a downtown business may join one of the city's civic
organizations in order to have more contact with the public and other businesspeople. Some groups exist solely

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Leadership Group Dynamics

because individual needs can best be satisfied through united effort. The group that promises satisfaction of more
than one need is going to be more attractive than one which offers satisfaction of only a single need.

The group and its activities are very important to the individual in the military service. The change from civilian
to military life means learning to and get along in a new society. The needs that satisfied through a variety of
civilian activities suddenly blocked because those activities are longer available. The avenue that is open for
individual to gain some satisfaction is through association with the other members of the military service this
association can be much than in civilian life, for a military unit may thrown together with no other contacts for an
tended time.

Identification with the Group. This is probably the secret of building successful teams. We know that
individuals join or identify with a group because the association promises to payoff in satisfying some deep-
rooted needs. These needs must be satisfied by and through the group to cause the individual to wholeheartedly
identify with it. On the other hand, the group must benefit from the identification of its members. This means that
accomplishing the group's mission is a responsibility of all group members. Another important aspect is that
group identification must be satisfying to all members rather than just a selected few. There is no surer way of
losing group members and the effectiveness of the group than by favoring a selected few. The group is not a team
until all members start identifying themselves with it.

Individuals who are effectively identified with the group and its objectives will show this identification by
boasting about or showing pride in belonging to the group. Individuals who show this feeling for the group are
accepting group success or failure as their own success or failure. On the other hand, some individuals become so
strongly identified with the group that they think the group can do no wrong. In this case the individual may
become overly dependent on the group and look on those outside as being its enemies. A healthy degree of
identification with the group is essential, but not to the extent that the individual loses his or her own identity.

Group Dynamics Key Term
Group dynamics are those forces that result from the interaction of group
members among themselves and between the group and the environment in group dynamics –
which the group exists. Those forces within the group may be called internal the factors and relationships
dynamics. Those forces arising from interaction of the group with its that govern behavior of a
environment may be called external dynamics. group of people.

Key Term

external dynamics –
the changing relationships
between or among
individuals comprising a
group and individuals
outside the group.

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Leadership Group Dynamics

Internal Dynamics Key Term

The internal dynamics of a group includes those actions resulting from the internal dynamics –
communication and participation patterns within the group. The behavior and

performance of the group is also influenced by such factors as group the changing nature of a

atmosphere, group standards, group identity, and group spirit. relationship between or

among individuals within a

Communication Patterns. Communication within the group is absolutely group.

essential for effective group functioning. Communication is necessary to

provide the information needed to accomplish the group task. Without

communication there can be no coordination or cooperation, and there would be no means to develop group

attitudes and spirit. Communication is the primary process of group dynamics.

There are many ways by which people in a group
communicate. In a formal group there may be established
channels of communication, such as the “chain of command”
in a military organization. In a democratic group the patterns
of communication are more informal. In either case the leader
of a group must be at the center of the group communications
network. The leader must be in a position not only to direct
communications downward to members of the group, but also
to receive communication coming up from the group. This
two-way communication between the leader and the group is
necessary for a number of reasons. First, the two way
exchange of communication enables the leader to determine from the “feedback” from the group whether ideas or
instructions have been clearly received and understood by the group. It also provides a means for group members
to contribute their ideas and suggestions to the leader. If this upward channel of communication is left open and
subordinates are encouraged to use it, many good ideas will originate from the people who are in the best position
to recommend changes that will increase efficiency at the working level of the group process. This upward
communication also provides a means for subordinates to “let off steam” or to get problems and gripes off their
chest. It is not enough, however, to merely leave the door open to upward communication. Leaders must actively
encourage and solicit ideas, suggestions, and gripes from members of the group. They can do this through
informal discussions with subordinates or by more formal means such as suggestion boxes, or incentives or
rewards systems. However they do it, they must create an atmosphere wherein members of the group are
encouraged and will feel free to make their ideas known.

Another important communication pattern that exists in all groups is what is Key Term
known as the “grapevine:’ This is a term that originated during the Civil War
when telegraph wires were often laid in tangled, crisscross patterns that grapevine –
somewhat resembled grapevines. Infantrymen would often tap these telegraph an informal means of
lines in an attempt to get some information about what was going on at the transmitting information,
upper echelons of command. This unofficial information was, of course, widely gossip, or rumor from
disseminated and was said to come from the “grapevine.” The expression today person to person within a
has come to mean any unofficial information that is passed among the members group.
of a group. This information consists of a combination of facts and rumors, but
studies of the grapevines of major organizations have shown the information to
be highly accurate and reliable. In some cases this information has proven to be
80 to 90 percent accurate. The reason for the reliability of such communication
between group members is due in part to the informal atmosphere in which it is
transmitted. Since the information is usually passed among friends, it is
received in an atmosphere of trust and confidence. This informality helps to

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Leadership Group Dynamics

avoid some of the psychological blocks that interfere with
communication between subordinates and seniors. Because
this information is usually something of specific interest to the
group, members tend to be receptive to the information and are
more likely to remember it and pass it on just as they heard it.
Problems arise, however, when the grapevine starts to circulate
rumors. Rumors tend to spring up any time there is a lack of
factual information about things that are of vital interest to the
group. To prevent the spread of rumors, the leader must keep
the grapevine supplied with facts. When the group knows the
truth about a situation of interest to them, they have no need or
desire to spread rumors.

Rather than look at the grapevine as a nuisance, leaders should use it to the advantage of effective group
communication. They can learn through the grapevine who the informal leaders of various subgroups are, and
through them, leaders can use the grapevine to gain information that might not be available through other means.
A leader can also use it to disseminate messages that might be better received in the informal atmosphere of the
grapevine.

Participation Patterns. In the group situation it is
impossible for every member to participate to the same degree.
The varying interests, aptitudes, and talents of the individual
members will largely dictate the participation pattern of a
particular group. If the group is left to find its own pattern
without direction from group leadership, some unfavorable
patterns may develop. Some members will tend to over
participate and dominate the group. Others may fail to
participate at all without some stimulus from within the group.
In a group discussion, for example, a few members might try
to do all the talking, thus depriving others of an opportunity to
contribute to the discussion. Frequently a discussion will not
bring out what various members might be able to contribute. It is the leader’s duty to draw out ideas and opinions
from the entire group. The leader must realize that all members have something to contribute, but it is sometimes
necessary to encourage participation by those who are shy or reluctant to speak for fear of ridicule.

The leader’s participation will also have a considerable influence on the participation pattern of the group. If the
leader is autocratic and authoritarian to the degree of making all decisions without seeking the advice and
assistance of others, the other members will soon cease to participate in the decision- making process at all. This
could also affect their attitude toward the group and its goals. A much better situation is created within the group
when the leader draws upon the varied talents that are available in the group. This makes the group aware of its
talents, skills, and other resources, and enhances the feelings of worth of individual members.

Group Standards. A common characteristic of all groups is the adoption of group standards. That is the code
of operation or behavior that the group adopts in a particular situation. It is a collective sense of responsibility that
the group has about how it carries out its work. Sometimes a group’s stated standards may not agree with what is
the actual practice. For instance, new cadets join the unit and are told that they must maintain a neat appearance,
with shined shoes, a proper uniform, and a neat haircut. For a few weeks they come to school that way, but they
notice that other cadets have unshined shoes and unpressed uniforms, and nothing is said about it. Soon the new
cadets are coming to school with unshined shoes and an otherwise unkempt appearance. They have adapted
themselves to the true group standards, which are different from what the new cadets were told when they joined
the unit.

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Leadership Group Dynamics

It is the responsibility of the leader to help the group to set standards for acceptable performance. It is not enough
just to aim for high standards. Group standards should be well defined so that each member knows what is
expected. They should also be realistic. If stated standards are so high that they are impossible for the majority of
the group to maintain, they will lead only to frustration and dissatisfaction. Group standards should also be
consistent and not change at the whim of group leaders, and they should apply to all members of the group. The
example that is set by leaders of the group will in the long run have a greater influence on setting the true
standards of the group than any formal statement of ideals or aims.

Group Solidarity. Another characteristic of a group is that of group solidarity or cohesion. This is the tendency
for members of a group to stick together. This tendency may be very strong, or it may exist only as a fragile bond,
but every group exhibits this characteristic to some degree.

Group solidarity is achieved through a variety of motivations.
Some groups may stick together for security or protection. If
a group is attacked from outside, it comes together more
strongly to defend itself from these attacks. An example of
this is the story of the Jewish people in Germany under the
persecution of Hitler’s policy of extermination. As a result of
their treatment they developed a solidarity of spirit and
determination that had not existed previously among that
group.

The goal of the group leader is to develop the kind of group

solidarity that will enable members to work together in a

cooperative situation in which all members have specific

Commanding Officer Expeditionary Medical Facility (EMF) responsibilities and are at the same time interdependent on
each other. This kind of solidarity is developed in a number
Kuwait, Capt. C. Forrest Faison, leads his personnel through of ways. The first factor in the development of group
the final mile of the Hospital Corps 108th birthday run. The cohesion is the simple matter of close association. To develop
strong emotional ties people have to know each other well
One hundred eight mile run, in honor of the corps birthday, and this can be done only through close association. Close
association over a long period of time can develop very
lasted 24 hours and involved dozens of EMF Sailors and

Soldiers, each running individual mile. In a show of

solidarity and pride, Faison and his EMF team finished the
108th mile together in formation.

strong bonds between group members. The longer a group

stays together in an organization, the stronger their feelings of solidarity become. But close association alone is

not enough to develop strong bonds among people. It is also necessary for them to have a common purpose.

Group purpose and teamwork are essential in building group solidarity.

Another factor that promotes group cohesiveness is common experiences. People who share common experiences
develop close identity with each other based on those experiences. These experiences, however, must be
satisfying to group members. The sharing of frustrating experiences or failures can break up group solidarity as
members leave the group to disassociate themselves from unpleasant experiences. The leader of a group can
promote solidarity by providing situations that promote close association through common experiences with a
sense of common purpose.

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Leadership Group Dynamics

Esprit de Corps. When an organization has a high degree of solidarity and group identity, it is said to have

esprit de corps. Esprit de corps has a meaning that transcends the literal translation of the words. It is a quality that

is found in formal organizations with a strong sense of history, tradition, and heritage, and which offer its

Members opportunities for recognition and prestige through membership. It is

characterized by enthusiastic pride and loyalty of members, including the Key Term

display and use of symbols and slogans that are identified with the group. When

a group has high esprit, it is often capable of performance that far surpasses prestige –

what would be normally expected. If this quality is highly developed in an prominence or influence

organization, it is possible to pass it on from generation to generation in the achieved through success,

same organization even though the entire membership will change over a period renown, or wealth.

of years.

External Dynamics
In addition to the internal forces that affect group action and behavior, there are external forces that also have an
important influence on the group. These external forces are the factors that affect the group as a whole. Every
group exists in some kind of environment. Your Marine Corps Junior ROTC unit exists in the school
environment, which in turn is part of a larger community. The attitude of your school and community toward your
unit will have an effect on the way your unit performs. Your parent organization, the Marine Corps, is another
external force that influences your unit. All of these external groups have a certain image of your unit, and they
have certain expectations about how you should perform as a group. The Marine Corps expects you to uphold the
same high standards of behavior and performance that are expected of all Marines. The school expects you to
represent the ethics, standards, and values of the school.

Sometimes there may be conflicts between the expectations of some of these outside influences. For example, the
standards of dress, haircuts, and appearances may differ between what the school population expects and what
your Marine Instructors expect. Such influence will have an effect on the behavior of the unit and must be
considered in understanding its functioning.

Another factor of external group dynamics is the membership of group members in other groups . Members of a
group may belong to a number of groups, all of which are competing for the individual's time and energy. Since
time is a limited commodity, the individual must make a choice of which group is most important. Usually the
individual will choose the group that offers the greatest opportunity to achieve security, acceptance, recognition,
and the other basic needs.

No group exists in a vacuum, and group behavior cannot be considered without reference to external forces. The
group leader must be aware of these external forces and see that group goals are kept in harmony with the goals of
the community in which the group exists.

The Group Leader
The overall objective of a leader is to motivate the group toward the achievement of its mission or goals. To do
this the leader must create within the group a satisfying social structure. There are a number of techniques that can
be used to achieve this kind of group situation.

Identify Goals. The leader must help the group members to identify specific Key Term
goals so that they will have a clear picture of what they are about to accomplish.
If it is a democratic group with goals that are derived by consensus, it may be autocratic –
necessary for the group leader to distill some concrete and well-defined goals pertaining to rule by a
out of the generalized objectives of the group. If it is an autocratic group with person having absolute or
goals or missions assigned by higher authority, the leader must define those unrestricted power.

12

Leadership Group Dynamics

goals or missions so that they may be clearly understood by the group and in such a way that the group members
can identify with the goals and accept them as their own. In either case the achievement of group goals must
provide for satisfaction of needs of individual group members. Once the leader has identified the group's goals,
the task may be more than half done. Once these goals are defined, the internal forces and energies of a responsive
group will move toward their accomplishment.

Give Direction. The leader must give direction to the group effort. A
planned procedure is essential for efficient group functioning. This involves
management and means establishing an effective and satisfying framework
for group action. The plan must be meaningfully communicated to all
members for best results. This means letting everyone in on the plan, for
individuals need to feel that they are involved in and are an important part
of the plan. Even greater satisfaction may be achieved if group members are
allowed to participate in the actual planning itself. This participation in the
planning enables individual members to select suitable and satisfying roles
for themselves and leads to closer identification with the group goals.

Give Consistent 'Treatment. Consistent treatment of group members
creates a secure environment for group members. This means being just and
giving to others what they are due in your honest opinion. This is especially
important in an autocratic organization like the military. When subordinates
know the standard of behavior that is expected of them and the respective
rewards and punishments, they will want to abide by that standard,
especially when it applies to all members alike. They will feel more secure if they know that their rewards and
punishments are awarded objectively, based on their behavior, rather than on the leader's whims, moods, or pet
preferences. On the other hand, if their treatment is inconsistent, the group members do not know how to behave,
and they question their security. Subordinates do not like for the group to be punished for the behavior of the few.
It doesn't make sense to upset the whole group to punish a few offenders. The leader who is consistent in his or
her treatment of subordinates will have a minimum of discipline problems.

Create Status. Creating status for the group as well as for the individual is necessary for effective leadership.
Recognized successes add great prestige to any group. It makes group members feel proud of their affiliation, and
they show this pride in their behavior. All jobs or roles in the group should be considered important, and all group
members should be made to see how their efforts, through the group, help to achieve the goals of the group.

As a cadet leader you will have a certain status in your unit. You will be working with cadets of various ranks.
Each individual, no matter what rank or grade, deserves status in the group. No one wants to be looked upon as a
nobody, as unimportant, or as a number. You can help individual cadets to gain and maintain their status by
giving recognition for accomplishments, looking after their welfare, and showing genuine interest.

The long-recommended technique of "praise in public, reprimand in private" still holds true. Public praise gives
an individual status, while public reprimand takes away status. However, praise should be deserved and
warranted. Undeserved praise may be worse than no praise at all. A good rule to follow is: When praise comes
from without, pass it on to the group or individual, minimizing your part. When the group or a subordinate is
censured, accept it as your own responsibility. Shoulder the blame for any group failure. In all military services
the leader of a military unit is responsible for everything the unit does or fails to do.

13

Leadership Group Dynamics

Summary
Scientific study of group behavior is a relatively new field, but results from such studies are being used by
present-day leaders. The word "group" refers to two or more individuals who have common purposes or
characteristics. The behavior of the group is influenced by the interests of its members.
In studying the nature of the group we need to find out which individual needs can be satisfied by belonging to a
group. Individuals have a desire to be identified with others, and they like to belong to groups through which they
can gain feelings of security, recognition, and status.
There are many internal and external forces working in a group. Some of these forces may work against
leadership. It is the leader's responsibility to influence these forces to work in achieving the goals of the group.
Getting all members to identify with the group and its objectives is probably the secret of building successful
teams. This identification with the group must show promise of paying off by satisfying of the needs of the
individual. The more needs satisfied by and through the group, the stronger identification will be.
To make group dynamics work in achieving group goals, the leader must create a satisfying social structure
within the group. The leader can promote this kind of motivation by identifying goals and giving direction to
group activities. The leader must also give consistent treatment to all group members alike, and create status for
individuals and the group as a whole.

14

Leadership Group Dynamics

Review Questions

1. What influences people in a group?
2. What membership condition characterizes true functioning groups?
3. What are some of the effects of a group on individuals within the group?
4. Upon what does an individual’s perceived status within a group depend?
5. What must a leader do to guard against losing group members and lessening the effectiveness of

the group?
6. What are the main factors that influence the internal dynamics of a group?
7. What formal and informal factors regarding communications within a group must an effective

leader keep in mind?
8. What will largely determine the participation patterns of a particular group?
9. What are group standards?
10. What is group solidarity?
11. How is group solidarity achieved?
12. What characterizes an organization with high esprit de corps?
13. What are the external group dynamics factors that can influence a group?
14. What are four things a leader can do to motivate group members toward the achievement of their

mission or goals?
15. What is a long-recommended technique for giving praise and reprimands?

15

Leadership Group Dynamics

Thinking Ethically: Billet Assignments

From Ethics for the Junior Officer: Selected Cases from Current Military Experience

You have only been on board for 15 days as the ship’s executive officer when two new seamen report
aboard. One is a minority member and the other is not. Your task is to assign them to a working billet.
Most of the minorities on board are in the supply department as cooks, stock control, etc. Most non-
minority members of the crew are in operations. In the best interest of the Navy, the ship’s crew, and each
individual sailor—

What assignment should you give to these two men and why?

Being new on board and realizing that a decision needed to be made fairly soon, you might follow the
example of the previous executive officer and assign the new personnel in accordance with their racial
makeup so that they would be comfortable on board.

This approach perpetuates the Navy’s past discrimination practices, however, further eroding the morale of
minority members of the crew who see themselves in dead-end jobs. By handling the case this way, you
would send a message to the rest of the officers, as well as to the crew, that certain people have to be kept
in their place.

Assignment:

1. Complete the “Critical Case Evaluation.”

2. Decide what you would do and record your response on the
“Case Evaluation Response” form.

3. Review what actually happened in this real scenario.

Culinary Specialist 3rd Class Corey
Hartfield, assigned to the guided-
missile frigate USS Halyburton (FFG
40), prepares a filet of farm-raised
pacific steelhead salmon during a
Galley Wars competition at Hugh's
Catering. Galley Wars is a
competition between teams of cooks
from participating military ships
attending Fleet Week Port Everglades.

16

Leadership Group Dynamics
17

Leadership Group Dynamics

A Critical Case Evaluation

Case Title: ________________________________________________________________________________

Directions: Use the questions from the Thinking Ethically: Things to Consider chart (on page 6) to help you
evaluate the case.

Pressure  No  Yes
Is there pressure from peers, subordinates, seniors, or other sources to behave in an unethical
manner?

If yes, who or what is the source of the pressure?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Seek the Truth  No  Yes
Does the leader validate the facts and obtain clarification?

If no, what actions does the leader need to take?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Subordinates  No  Yes
Do the factors in the case affect subordinates and their perception of their leader?

If yes, what effect is caused, or might be caused, to the subordinates?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

18

Leadership Group Dynamics

Organization  No  Yes
Is an ethical work environment being maintained?

If no, what action does the leader need to take?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Know the Rules  No  Yes
Does the leader properly enforce the rules, regulations, or policies?

If no, what action does the leader need to take?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Additional Points
Are there any additional points to consider?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

19

Leadership Group Dynamics

Case Evaluation Response

Case Title: ________________________________________________________________________________
What would you do and why?

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

20

Leadership Group Dynamics

What Actually Happened in this Real Scenario?
Recognizing the imbalance of previous crew assignments and the need for the Navy to have a balanced
force, and assuming that both of the new people were trainable, the XO assigned the minority crew
member to operations and the non-minority to supply.
This sent a clear message that segregation was over, and the assignments would henceforth be made on the
basis of merit in the case of equally qualified personnel, that every effort would be taken to ensure the
obtaining of a homogenous crew.
Additionally, the XO met with the operations officer and all division officers to point out his expectations
of their working out harmoniously and fairly the integration of these two seamen into their sections.

21

Positive Leadership Techniques

POSITIVE LEADERSHIP TECHNIQUES

By Department of Leadership and Law, U.S. Naval Academy

A great number of leadership techniques, all based on well-established
principles, can be employed in motivating personnel. These have been
thoroughly tried out through generations of Navy and Marine Corps
leadership and have proven to be highly effective. The leader’s problem

frequently is not so much knowing what leadership techniques are
available as it is knowing which of them to employ in a specific situation.
Only a careful analysis of the techniques and their underlying principles will
eliminate this uncertainty.

Leadership Techniques for Leadership Responsibilities

Every act of leadership should make followers feel that as long as they are Key Term
doing their best to follow, they will be secure and their efforts will receive
recognition. There are a great many techniques that the leader can use to generations –
encourage these feelings, and an attempt will be made here to list these offspring having a common
techniques according to the nature of the leadership act. For instance, a leader parent or parents and
who forms the habit of giving indefinite commands will soon discover that the constituting a single stage of
resulting confusion in the minds of subordinates will make them lose descent.
confidence in that leader. Thus one technique in the giving of commands is
that a command must be definite.

Though no all-inclusive list can be made, the techniques of leadership can be
grouped into the following categories:

1. Giving commands

2. Giving orders

3. Getting cooperation

4. Establishing discipline

5. Improving morale that is low because of feelings of insecurity

6. Improving morale that is low because of feelings of lack of recognition

7. Properly using organization and administration

The lists that follow should never be considered to be completed or established, and student may have occasion to
add techniques that they find through experience to be workable and to fit to individual personalities. Additional
techniques may become evident when various leadership situations arise, and they will be learned by repeated use.

22

Positive Leadership Techniques

Leadership Techniques Involved in Giving Commands

1. A command must be definite. Key Term

2. A command must be positive. It must be given in a tone of voice that concise –
leaves no doubt that it is to be executed. expressing much in few
words.
3. The leader must look at subordinates when giving them a command.

4. A command must be concise. It must not be so long or involved that it Key Term
cannot be remembered.
indoctrinate –
Unquestioning obedience to a command is the basic concept of military life. A to instruct in a body of
command given by proper authority demands the follower’s immediate response doctrine, or system of
to do the will of the leader. The objective of the disciplined way of life of any thought.
military school, such as the Naval Academy, is to indoctrinate the student with
this concept. When a command is issued, there can be no question on the part of
the follower as to whether the command is correct or whether there is any option
other than carrying it out. Subordinates must be so trained that they immediately
carry out the instruction contained in the command to the very best of their ability.

A command does not permit any question or discussion.

Some of the familiar commands used in Naval Service are
“Forward, March!” “Right Full Rudder!” “All Engines Ahead
Full!” and “Commence Firing!” Immediate and instinctive

obedience is the only reaction possible to a properly worded

and properly delivered command.

Commands become familiar as the result of constant usage.

However, a command is not necessarily stereotyped.

Situations that require commands often develop quickly and

perhaps without precedent. For example, a junior officer

inspecting a paint locker might discover a fire. In this

situation the officer would immediately issue commands to personnel in the

vicinity. One command, to the nearest enlisted person, might be “Report to the Key Term

officer of the deck that there is a fire in the paint locker. Another command, to a

second enlisted person, might be “Get the fire extinguisher from the next stereotype –
compartment.” In a situation such as this, command may be expected to follow a preconceived

command until the fire is extinguished. Every person receiving one of these perception, opinion, or

commands has no alternative but to do exactly as told, immediately and without belief, usually not

question. The combination of the leadership ability of commanders and the conforming with the true

disciplined obedience of followers produces the team that wins competition in nature of something.

peacetime and victory in battle.

23

Positive Leadership Techniques

Leadership Techniques Involved in Giving Orders

1. Explain what is to be done. Discourage the tendency of the junior to ask how to do it, but leave an
opening for questions of confused subordinates.

2. Don’t talk down to the enlisted in giving instructions.

3. Give orders to the person in charge, and not to the group. The chain of command must be followed.

4. Encourage and coach the enlisted when they encounter difficulties.

5. Remember that the personnel are serving their country, not the officer as an individual.
6. In giving an order, try to get across the feeling of “Let’s go!” instead of “Get going!”

7. Avoid an overbearing attitude.

8. Show confidence in the ability of subordinates. Key Term

9. Don’t use a senior’s name or rank to lend weight to your own order. overbearing –
dominating or arrogant.
10. Give a reason for your order if time permits, or if it appears that the
order will be clearer if subordinates understand the reason behind it.

Leadership Techniques Involved in Getting Cooperation

1. Stimulate unit or organization pride by showing your own pride and enthusiasm for the service.
2. Don’t criticize another officer or another organization in the presence of subordinates.

3. Keep your subordinates informed so that they may have an intelligent sense of participation.

4. Use the word we instead of the word I whenever appropriate and possible.

5. Accept responsibility for corrections from higher authority, and take remedial action.

6. Give full credit to members of the organization whose work and ideas have brought progress.

7. Let your enlisted know that you think they are good, and maintain high standards through alert
supervision.

8. Make sure that all subordinates know your policy. Key Term
9. Don’t be sarcastic.
10. Don’t threaten punishment to make an order effective. sarcastic –
11. Don’t invent jobs just to keep subordinates busy. sharply mocking or
contemptuous.

24

Positive Leadership Techniques

Leadership Techniques Involved in Establishing Discipline

1. Praise in public, censure in private. Key Term
2. Give subordinates the benefit of the doubt.
3. Punish the individual concerned, not the group. censure –
to express blame or
disapproval.

4. Take into account whether or not an infraction of rule or regulations Key Term
was intentional.
infraction –
5. Consider a person’s record. a violation or
transgression.
6. Be impartial, consistent, and humane in giving rewards and punishment.

7. Never use severe punishment for minor offenses. Key Term

8. As soon as possible, remove senior subordinates who have demonstrated humane –
their unfitness. having the good qualities
of human beings, as
9. Teach understanding of discipline rather than fear of it: punish the guilty kindness, mercy, or
promptly, and defend the innocent stoutly. compassion.

10. Support the correct actions of subordinates.

Leadership Techniques Involved in Improving Feelings of Security

1. Let subordinates know what is expected of them. Key Term
2. If you are pleases with their work, tell them so.
3. If possible, keep subordinates informed of what is in store for them. esprit de corps –
4. Don’t make promises you cannot keep. a spirit of enthusiasm
5. Grant deserved favors willingly. among members of a
group for one another,
their group, and its
purposes.

6. Know the state of the morale of your personnel.
7. Never “pick on” an individual.

8. Be certain that a subordinate understands why he or she is being disciplined.

9. Evaluate your own performance in terms of the individual morale and group esprit de corps that exists
in your organization.

25

Positive Leadership Techniques

Legalman 2nd Class Jessica Bruce Task Force 79 Commanding General, Maj. Gen. Thomas L.
assists a customer while manning the Moore, right, Task Force 76 Commander, Rear Adm. Gary
non-judicial punishment desk aboard the R. Jones, left, and a Republic of Korea (ROK) naval officer,
nuclear-powered aircraft carrier USS center, attended the Ulchi Focus Lens (UFL) Icebreaker
Nimitz (CVN 68). Social at the White Beach Naval Facility. The social
allowed UFL participants to enjoy time together outside the
confines of the exercise, building camaraderie and esprit de
corps.

Leadership Techniques Involved in Giving Recognition

1. Praise when praise is due. Don’t flatter.

2. Be on the job whenever your subordinates are
working.

3. Be interested in the promotion of your
personnel. Encourage them to prepare for
advancement.

4. See to it that you are the first person to whom
a subordinate turns in case of trouble.

5. Express interest in ideas even though you Rear Adm. Michael McLaughlin, right, commander of
might disagree with them. Submarine Group (COMSUBGRU) 2, pins the Bronze Star
Medal on Lt. Cmdr. Colin McGuire in Bledsoe Hall at
6. Take a keen interest in the quarters and mess. Navy Submarine School in Groton, Conn.
Insist that these be the best available.

7. Study your personnel. Learn all about them: where they come from, their problems and interests, etc.

26

Positive Leadership Techniques

Leadership Techniques Involved in Improving Organization and Administration
1. Require use of the chain of command.
2. Conform to the rules of the organization.
3. Discover weaknesses of the organization by observing and questioning.
4. Never issue an order that is not going to be enforced.
5. Be fair about promotions.
6. Demote incompetents.

27

Positive Leadership Techniques

Self Evaluation: Positive Leadership Techniques

Directions: Evaluate the techniques you currently use as a leader. Note ways in which to improve your
performance. Use a 1 to 4 scale in which 1 is Never and 4 is Always.

Never Rarely Sometimes Always
1
Techniques Involved in 234
Giving Commands 

1 When I give a command it is definite. 

2 When I give a command it is positive and
delivered in a tone of voice that leaves no
doubt that it is to be executed.

3 I look at subordinates when I give a 
command. 

4 When I give a command, it is concise.

Choose two (2) techniques related to giving commands to work on and list ways to improve your skills:
Technique #1: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Technique #2: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

28

Positive Leadership Techniques

Never Rarely Sometimes Always
1
Techniques Involved in 234
Giving Orders 
 
1 When I give an order I explain what is to be 
done.  

2 I don’t talk down to others when giving  
instructions. 
 
3 I give orders to the person in charge and not 
to the group.  

4 I encourage and coach others when they 
encounter difficulty. 

5 I remember the person is serving the group
and not me as an individual. 

6 I try to get across the feeling of “Let’s go!”
instead of “Get going!”

7 I avoid an overbearing attitude.

8 I show confidence in the ability of
subordinates.

9 I don’t use a senior’s name or rank to lend
weight to my orders.

10 If time permits, I give a reason for my order.

29

Positive Leadership Techniques

Choose two (2) techniques related to giving orders to work on and list ways to improve your skills:
Technique #1: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Technique #2: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

30

Positive Leadership Techniques

Never Rarely Sometimes Always
1
Techniques Involved in 234
Getting Cooperation 
 
1 I stimulate unit or organizational pride by 
showing pride and enthusiasm.  
 
2 I don’t criticize another officer or 
organization in front of subordinates. 

3 I keep my subordinates informed. 

4 Whenever appropriate and possible, I use the 
word we instead of I.  

5 I accept responsibility for corrections from  
higher authority and take remedial action. 

6 I give full credit to the members of the 
organization whose work has brought
progress.

7 I let subordinates know when I think they are
good and maintain high standards through
alert supervision.

8 I make sure all subordinates know my
policy.

9 I am not sarcastic.

10 I don’t threaten punishment to make an order
effective.

11 I don’t invent jobs just to keep subordinates
busy.

31

Positive Leadership Techniques

Choose two (2) techniques related to getting cooperation to work on and list ways to improve your skills:
Technique #1: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Technique #2: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

32

Positive Leadership Techniques

Never Rarely Sometimes Always
1
Techniques Involved in 234
Establishing Discipline 
 
1 I praise in public and censure in private.  

2 I give subordinates the benefit of the doubt. 
 
3 I punish the individual concerned, not the  
group.  

4 I take into account whether or not an 
infraction of rules or regulations was 
intentional. 
 
5 I consider a person’s record. 

6 I am impartial, consistent, and human in
giving rewards and punishment.

7 I never use severe punishment for minor
offenses.

8 When applicable, I immediately remove
senior subordinates who have demonstrated
unfitness.

9 I teach understanding of discipline rather
than a fear of it; I punish the guilty promptly
and defend the innocent stoutly.

10 I support the correct actions of subordinates.

33

Positive Leadership Techniques

Choose two (2) techniques related to establishing discipline to work on and list ways to improve your skills:
Technique #1: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Technique #2: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

34

Positive Leadership Techniques

Never Rarely Sometimes Always
1
Techniques Involved in 234
Improving Feelings of Security 
 
1 I let subordinates know what is expected of 
them.  

2 When I’m pleased with their work, I tell  
them so.  
 
3 When possible, I keep subordinates informed 
of what’s in store for them.  

4 I don’t make promises I cannot keep.

5 I willingly grant deserved favors.

6 I know the state of the morale of my
subordinates.

7 I never “pick on” an individual.

8 I make certain that a subordinate understands
why he or she is being disciplined.

9 I evaluate my own performance in terms of
the individual morale and group esprit de
corps that exists in my organization.

35

Positive Leadership Techniques

Choose two (2) techniques related to improving feelings of security to work on and list ways to improve
your skills:
Technique #1: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Technique #2: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

36

Positive Leadership Techniques

Never Rarely Sometimes Always
1
Techniques Involved in 234
Giving Recognition 
 
1 I praise when praise is due and I don’t flatter.  

2 I am on the job whenever my subordinates  
are working. 

3 I am interested in the promotion of my  
personnel and I encourage them to prepare
for advancement. 

4 I see to it that I am the first person to whom 
a subordinate turns in case of trouble.

5 I express interest in ideas even when I
disagree with them.

6 I take a keen interest in the environment of
my subordinates and insist that it is the best
available.

7 I study my personnel to learn about them,
where they are from, their problems and
interests, etc.

37

Positive Leadership Techniques

Choose two (2) techniques related to giving recognition to work on and list ways to improve your skills:
Technique #1: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Technique #2: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

38

Positive Leadership Techniques

Techniques Involved in Improving Never Rarely Sometimes Always
Organization and Administration
1 2 3 4
1 I require use of the chain of command.
   
2 I conform to the rules of the organization.    
3 I discover the weaknesses of the    

organization by observing and questioning.  
4 I never issue an order that is not going to be  
 
enforced.
5 I am fair about promotions.

6 I demote incompetents.

Choose two (2) techniques related to improving organization and administration to work on and list ways
to improve your skills:
Technique #1: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Technique #2: ______________________________________________________________________________
Ways to Improve: ___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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Positive Leadership Techniques

Thinking Ethically: The Drug Test

From Ethics for the Junior Officer: Selected Cases from Current Military Experience

An E-5 nuclear submarine technician who has been a good solid performer comes to his division officer
following random unit-sweep urinalysis. He claims stress at home caused him to use cocaine for the first
and only time in his life, and he deeply regrets it. The results of the urinalysis subsequently turned out to
be negative.
There is sufficient evidence here of drug use. Maybe he didn’t do cocaine, but is really asking for help.
On the other hand, what signal does inaction give to other sailors? If the sailor did use drugs but wasn’t
“caught,” might he try drugs again?
The division officer has to consider the E-5’s job as it relates to security and safety. He also has to
realize that if sailors can’t trust their officers with their problems, they may not open up at all.

As hard as we all try, we all make mistakes. Maybe this individual will be scared enough by this close
call to avoid any drug use in the future. But the zero-tolerance policy should have been enough of a scare
to signal that drugs are not the answer to any problem.

What should the division officer do?

Assignment:
1. Complete the “Critical Case Evaluation.”

2. Decide what you would do and record your response
on the “Case Evaluation Response” form.

3. Review what actually happened in this real scenario.

Afloat Training Group Western Pacific's
assistant command urinalysis coordinator
Master-at-Arms 1st Class Robert Rokeach
receives a urine sample from Operations
Specialist 1st Class Damiean Williams during a
random urinalysis held at the command.
Education along with drug screening help to
support the U.S. Navy's "zero tolerance" policy
towards drug use.

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Positive Leadership Techniques
41

Positive Leadership Techniques

A Critical Case Evaluation

Case Title: ________________________________________________________________________________

Directions: Use the questions from the Thinking Ethically: Things to Consider chart (on page 6) to help you
evaluate the case.

Pressure

Is there pressure from peers, subordinates, seniors, or other sources to behave in an unethical  No  Yes

manner?

If yes, who or what is the source of the pressure?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Seek the Truth  No  Yes
Does the leader validate the facts and obtain clarification?

If no, what actions does the leader need to take?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Subordinates  No  Yes
Do the factors in the case affect subordinates and their perception of their leader?

If yes, what effect is caused, or might be caused, to the subordinates?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

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Positive Leadership Techniques

Organization  No  Yes
Is an ethical work environment being maintained?

If no, what action does the leader need to take?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Know the Rules  No  Yes
Does the leader properly enforce the rules, regulations, or policies?

If no, what action does the leader need to take?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Additional Points
Are there any additional points to consider?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

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Positive Leadership Techniques

Case Evaluation Response

Case Title: ________________________________________________________________________________
What would you do and why?

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

44

Positive Leadership Techniques

What Actually Happened in this Real Scenario?
No matter how good a performer this person may be, his behavior must not be tolerated. It is a bad
precedent to establish.
Action must be taken. Perhaps not a discharge, because you only have his word (maybe he just wants to
quit the Navy because of an upcoming deployment), but certainly counseling and removal from personal
reliability programs would be in order.
The appropriate action is not always taken, and in this instance it wasn’t. The division officer let it go by,
though he did counsel the sailor, who has been a good solid performer since then, without any reported or
evidenced problem with drugs.
This case simultaneously challenged both the ethics and compassion of the division officer. We would
maintain that the officer made a bad decision because he did not have the authority to decide not to report
the E-5; he did not have the authority to decide that the Navy’s zero-tolerance policy did not apply in this
case; and he endangered his crew, because the E-5 had demonstrated weakness under stress.
The division officer should have reported the E-5 for further investigation, which might have determined
that this wasn’t the first usage, and second, that one-time use of cocaine has been shown to be addictive, so
a disaster was tentatively waiting to happen. While reporting the E-5 should have been done, it would also
have been appropriate to testify on his behalf as to his performance.
The point is that officers must support the rules, for by not doing so, they also send a message that each
member of the armed forces has the right, at times, to decide which rules are to be obeyed and which are
not. A division officer’s inaction can adversely affect the morale of his division. Most members of the
military do not want to serve alongside an individual who is irresponsible and unreliable. Such an
individual is “an accident waiting to happen,” plus a morale buster.

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Leading by Example

LEADING BY EXAMPLE

Adapted from Chapter 2 of Karel Montor et al., eds.
Naval Leadership: Voices of Experience. Annapolis: Naval Institute Press, 1987

There is a phrase describing the essence of a naval officer which has fallen into Key Term

disuse. That phrase is "service reputation," the unwritten, unspoken, unlisted

net assessment of an officer's pluses and minuses. When naval officers were less service reputation –

numerous than they are today, an officer knew most of the other officers and the general estimation of the

privately ranked them according to their service reputation. Perhaps the size and effectiveness or worth of a

complexity of today's Navy and Marine Corps prevent a "familiar" appraisal of person working in a military

and by each member of the officer corps. Perhaps modern management environment.

information systems distract officers from what truly matters to them about

other officers, whether they be junior, senior, or peer. But, in their hearts, all officers know that their behavior and

attitude have a profound effect on everyone they work with. Adm: Kazuomi Uchida agrees that

“…an officer's behavior considerably influences other individuals, particularly his subordinates.
Regardless of an officer's personality or style, he must be always unselfish and fair to
subordinates so that they never lose their reliance on him. An officer's humanity is perceived
through his behavior, and it is this which moves others.”

The Power of Positive Relationships
The relationship between officers and their people has an effect on everyone's performance. When crew members
of a ship that has been deployed too long complain proudly about the hardships they are undergoing and develop a
kind of Spartan pride, they probably have a good relationship with their commander. The morale of a less well led
crew can be expected to deteriorate progressively under exactly the same circumstances.

An officer can develop a great deal of camaraderie with subordinates without destroying the discipline that is so
essential in any kind of an evolution, particularly in wartime. Adm. Elmo Zumwalt recounted this episode of his
career:

“…I had the honor of commanding the world's first guided missile frigate, the USS Dewey, and
because it was the first of the class, I was given the cream of the crop from the Bureau of Naval
Personnel. The heads of departments were superb, and because they were superb and very sure of
themselves, they were not the least bit hesitant to come up and discuss with me in very vigorous
terms things that they thought could be done differently. But when the chips were down in any
evolution and I gave the directive, there was instant and total obedience. The fun was always
recognized as just part of the business of having a good team spirit.

In order to do an optimal job, an officer needs to believe that the Navy is worthwhile, that the
service is something of which he is proud. He need not view the institution as something sacred
and unchangeable, nor should he assume that every cog in that vast institution works with
anything like perfection. He can be positively critical of those areas that need fixing, but he must
have a dedication to the overall mission of the Navy and to the concept of the life of service in
readiness to defend his country and be a good officer.

In the wardroom or in the staff, an officer should do his best to be a good corporate citizen of that
unit. Where there are personality clashes, he should do his best to understand what makes the
other fellow tick. There are compromises that need to be made in order for an officer to be a good
overall team member, but there is also a very clear line beyond which he should retire when he
runs into the occasional "bad apple." There may be someone on the ship or in a unit who has a

46

Leading by Example

very negative attitude and who can be extremely disruptive, and counseling and corrective action

regarding this individual is the responsibility of the officer next higher in that individual's chain
of command.”

The Power of a Positive Attitude
In discussing the importance of a positive attitude, Adm. Thomas Hayward related this story:

“…There's a great story about Admiral Red Ramage and how he won his Medal of Honor with
the Parche. He wouldn't stop and think about, "Gee, what will happen if we get hit or get sunk?"
He kept in mind what he had to do, and that was to sink the enemy. It may have been in his mind
sometimes in his tactical decisions about what is the risk he's taking, but if caution is the
character of a person, that person's probably going to be too cautious for a fast-moving Navy
tactical engagement. The way you overcome that, if you are an individual with a cautious nature
(because you can be born that way), is to force yourself into training situations, and the Navy tries
to do that, tries to expose you to enough training encounters that you develop self-confidence.
Through meeting somebody, you want to help them arrive at that point, so in the debriefings you
don't dwell on the person's negatives, except in the constructive way, and you help them
accentuate what they did right, so they will get back out and do it again and keep working on it.

Now a few people washout of flight training, you know, it's just going to happen. Some of them
wash out because there's a physical inability to perform that particular kind of a mission, others
wash out because they don't have the motivation; there's a lot of difference between whether you
succeeded or didn't succeed in that sense. So it seems to me as though a TACCO (Tactical
Coordinator in a P-3) has one and only one responsibility, and that's to learn his job so well he's
got the confidence that he's going to hang in there, and if he loses a few, okay, but he makes the
most of them and keeps a good reputation for pressing on.

An individual cannot be effective in Machinist's Mate 2nd Class Benjamin Allbaugh, an
any way or successful in any way at auxillaryman assigned to the ballistic missile submarine
any level in the Navy if he does not USS Kentucky (SSBN 737) (Gold), is presented the Navy
have the capacity to take on the task of Achievement Medal by former Chief of Naval Operations,
setting the example, and behavior is a Adm. (Ret) Thomas B. Hayward. Allbaugh discovered
basic element of setting the example. rising refrigerant levels in the ship's combined atmospheric
The crew has a right to look upon their monitoring system, and due to his immediate response, the
leader with respect, but the leader has ship was able to recover from the rising levels, ensuring the
to earn their respect and work to keep safety of the crew.
it. The quickest way to lose respect is
to set a bad example through gross
behavior. This includes doing the kinds
of things that some may think are
macho or funny, but that in the long
run are going to undermine the morale
of the command and the leader's
pride.”

47